• 아동학회지
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• 제38권1호
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• pp.217-231
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• 2017

Objective: The purpose of this study was to examine the influence of affective and cognitive empathy, and peer competence on behavioral problems among young children. Methods: The participants were 224 4- to 5-year-olds attending daycare centers in Gyeonggi-do. Children's empathy, peer competence, and behavioral problems were reported by their teachers. The collected data were analyzed using simple regression and three-step hierarchical multiple regression analyses. Results: The results showed that children who exhibited low affective empathy scored higher on peer acceptance and behavioral problems than children who had high affective empathy. This pattern of results was similarly found with cognitive empathy. Additionally, the effect of children's affective empathy on behavioral problems was fully mediated by peer competence, whereas the effect of children's cognitive empathy on behavioral problems was partially mediated by peer competence. Conclusion: These results suggest the need for peer-competence training based on affective empathy and training for both peer competence and cognitive empathy in reducing behavioral problems among young children.

• International Journal of Advanced Culture Technology
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• 제9권3호
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• pp.46-54
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• 2021

Bullying prevention and intervention programs often include empathy training. This study investigated how the cognitive empathy and affective empathy are related to bullying involvement. For this purpose, a questionnaire composed of Korean version of Participant Role Questionnaire scale (bullying, defending, and outsider behavior), and Korean version of Basic Empathy Scale (cognitive empathy, and affective empathy) were administered to 598 middle school students from 7 different middle schools in Gyeongnam province of Korea. The results, based on Structural equation modeling, showed that adolescents' cognitive empathy were indirectly linked to bullying behavior of adolescents' through defending behavior and outsider behavior. Adolescents' affective empathy were directly linked to bullying behavior. These findings could guide the development and implementation of prevention programs for adolescents' bulling. Implications and future research are discussed.

• 경영과정보연구
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• 제34권1호
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• pp.121-142
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• 2015

본 연구는 서비스종업원의 공감능력에 영향을 미치는 영향요인과 결과요인에 대한 연구로서 서비스 기업의 입장에서 서비스 제공자의 공감능력을 강화시킴으로써 조직에 미치는 긍정적인 효과를 높이고, 부정적인 효과는 감소시키는데 초점을 두고 있다. 구체적인 연구의 목적을 제시하면, 첫째 서비스 종업원의 공감능력 즉, 인지적 공감과 정서적 공감의 영향요인으로 사회적 지원인 상사지원과 동료지원, 그리고 자기 위로능력의 요인을 제시하고자 한다. 즉, 사회적 지원과 자기위로 능력이 서비스 종업원의 공감능력에 어떠한 영향을 미치는지를 규명하고자 한다. 둘째, 서비스 종업원의 공감능력인 인지적 공감과 감정적 공감이 그들이 지각하는 직무스트레스에 어떠한 영향을 미치는지를 살펴보고자 한다. 연구가설을 검증한 결과, 첫째, 사회적 지원은 상사지원과 동료지원으로 구분하였고, 공감능력은 인지적 공감과 감정적 공감으로 분류하였다. 사회적 지원과 공감능력간의 관계를 규명한 결과, 상사지원은 인지적 공감에 긍정적인 영향을 미치고 있지 않았고, 반면, 동료 지원은 인지적 공감에 긍정적인 영향을 미치고 있었다. 또한 상사지원은 감정적 공감에 긍정적인 영향을 미치고 있었으며, 동료지원은 감정적 공감에 긍정적인 영향을 미치고 있었다. 둘째, 서비스 종업원의 자기위로능력은 공감능력에 즉, 자기 위로능력은 인지적 공감과 감정적 공감 모두에 긍정적인 영향을 미치고 있었다. 마지막으로 서비스 종업원의 공감능력(인지적 공감, 감정적 공감)은 서비스 종업원의 직무스트레스에 부정적인 영향을 미치는 것으로 나타났다. 이러한 연구결과를 토대로 본 연구는 서비스 종업원의 공감능력이 그들의 직무스트레스를 감소시키는 요인으로써 중요한 전략적 수단이 될 뿐만 아니라 서비스기업이 제공하는 사회적 지원과 서비스 종업원의 자기 위로능력이 종업원의 공감능력을 이끌어내는 의미있는 변수로써 작용할 것이다.

• 한국심리학회지 : 문화 및 사회문제
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• 제21권4호
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• pp.575-594
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• 2015

본 연구는 공감 능력이 사회 정의 실천에 미치는 영향을 사회 인지적 관점에서 알아보고자 하였다. 구체적으로 인지적 공감과 정서적 공감이 사회 정의 자기 효능감, 사회 정의 결과 기대, 사회 정의 관심이라는 사회 인지적 기제를 통해 사회 정의 실천에 어떤 영향을 주는 지를 살펴보았다. 이를 위해 서울 및 경기도에 거주하는 20대 537명을 대상으로 사회적 이슈 질문지, 사회적 바람직성 척도, 한국어판 공감 지수 척도를 포함하는 자기 보고식 설문조사를 실시하였으며, 사회적 바람직성을 통제한 뒤 연구 모형을 구조 방정식 모형을 통해 검증하였다. 분석 결과, 인지적 공감에 비해 정서적 공감의 영향력이 더 큰 것으로 나타났으나 두 변인 모두 사회 정의 실천에 유의한 영향력을 행사하며, 특별히 사회 인지적 기제를 거쳐 간접적으로 사회 정의 실천에 영향을 미친 것으로 나타났다. 이러한 결과는 공감 능력이 일반적인 이타행동 뿐만 아니라 사회적 불평등과 차별의 개념을 포함하는 사회 정의 실천 역시 예측한다는 것을 시사한다. 본 연구의 결과를 종합하여 정서적 또는 인지적 공감의 측면에서 사회 정의 실천을 촉진할 수 있는 방안을 제안하였다.

• Human Ecology Research
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• 제60권1호
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• pp.99-113
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• 2022

This study examined the effect of maternal cognitive empathy on children's executive function focusing on mediating effects of preschooler's caring behavior and happiness. The subject of this study was 460 five-year-old preschooler-their mother dyads in Korea. Data were collected by Korean Version of Questionnaire of Cognitive and Affective Empathy(K-QCAE), Caring Behaviors Scale for Young Children, Happiness Scale for Young Children and Behavior Rating Inventory of Executive Function-Preschool Version(BRIEF-P). Data were analyzed using descriptive statistics, independent samples t-test, Pearson correlation analysis, structural equation model and bootstrapping test with SPSS 25.0 and AMOS 23.0 program. The major results were as follows. 1) Maternal cognitive empathy had a positive influence on preschooler's caring behavior. 2) Preschooler's caring behavior had a positive influence on happiness and executive function. 3) Preschooler's happiness had a positive influence on executive function. 4) The effect of maternal cognitive empathy on preschooler's executive function was mediated by preschooler's caring behavior. 5) The effect of maternal cognitive empathy on preschooler's executive function was sequentially mediated by preschooler's caring behavior and happiness. This study revealed that maternal cognitive empathy, preschooler's caring behavior, and happiness have an important role in preschooler's executive function. Most of all, we suggest that maternal cognitive empathy should be improved to promote preschooler's executive function. The findings of this study will contribute to designing intervention programs to improve preschooler's executive function as well as maternal empathy.

• 아동학회지
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• 제36권3호
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• pp.59-75
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• 2015

The purpose of this research is to understand the relationship between children's affective empathy, their mother's cognitive and affective empathy, and children's prosocial behavior; as well as to examine ways of enhancing children's prosocial behavior by analyzing the factors affecting its development. The results of this study may be summarized as follows. First, girls generally had higher levels of empathetic ability and pro-social behavior than boys. Secondly, there was not to be no significant correlation between the children's affective empathetic ability and the mothers' cognitive and affective empathetic abilities. However, there was a significant association between the affective empathy of the children and the mothers' cognitive empathetic abilities with the children's prosocial behavior. Thirdly, both the affective empathy of the children and the mothers' cognitive empathy predicted the level of the children's prosocial behavior.

• The Journal of Asian Finance, Economics and Business
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• 제7권2호
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• pp.169-180
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• 2020

Globalization has led to a dramatic increase in intercultural service encounters between services providers and customers from diverse cultural backgrounds. This paper explores the causal relationship between service employees‟ cultural intelligence and adaptive sales behavior in intercultural service encounters, and the mediating effect of cognitive and emotional empathy on this relationship. A quantitative survey methodology was utilized to collect data on 341 salespeople at duty-free shops located on Jeju Island, Korea. Data analysis was conducted using SPSS 18 and Amos 18. The results show that cultural intelligence has a significant impact on cognitive empathy, emotional empathy, and adaptive sales behavior. Cognitive empathy has a positive impact on adaptive sales behavior, whereas the relationship between emotional empathy and adaptive sales behavior is not significant. Additionally, cognitive empathy mediates the relationship of cultural intelligence and adaptive sales behavior. This study has useful managerial implications for employee selection, training, and development in service firms engaged in intercultural service encounters. This study extends prior research on intercultural service encounters by exploring the direct impact of cultural intelligence on intercultural adaptation and the mediating effect of empathy, suggesting the presence of a cognitive mechanism that plays a key role in the impact of cultural intelligence on adaptive sales behavior.

• 초등상담연구
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• 제4권1호
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• pp.263-284
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• 2005

The purpose of this study was to examine the effect of game-centered empathy training on the prosocial behaviors of elementary schoolers in a bid to suggest how their prosocial behaviors could be boosted. The research questions were posed as below: 1. Does game-based empathy training improve the overall empathy of school children? 2. Does game-based empathy training have a better effect on the cognitive empathy of school children or their emotional empathy? 3. Does game-based empathy training enhance the prosocial behaviors of school children? The subjects in this study were 62 children in their fourth year of D elementary school in Eumseong-gun, north Chungcheong province. They were divided into an experimental group and a control group, and a survey was conducted before and after the experimental group under-went empathy training for about six weeks. The instrument used in this study was David(1980)'s Interpersonal Reactivity Index adopted by Park Sung-hee(1996) to suit school children. Another instrument was Park Sung-hee (1997)'s inventory to assess the prosocial behaviors of children. The collected data were analyzed by SPSS 10.0 for Windows program, and reliability analysis and t-test were employed. The findings of the study were as follows: First, as for the effects of the game-based empathy training on the overall empathy of the elementary school youngsters that included both emotional and cognitive empathy, both groups got lower scores in posttest than in pretest. The experiment produced unexpected results, as the experimental group got significantly lower scores. This fact indicated that the game-based empathy training was ineffective. Second, the game-centered empathy training didn't exercise any influences on their cognitive and emotional empathy. The experiment had a reverse impact on the cognitive and emotional empathy of the experimental group, which implied that the training served as a factor to deteriorate the two types of empathy, and the hypothesis posed in this study was rejected. Therefore, which type of empathy could make a better progress by being exposed to the training couldn't definitely be determined. Third, the game-based empathy training didn't serve to Improve the prosocial behaviors of the elementary schoolers. There was no change in the experimental group, and this fact signified that there's something wrong with the attempt to develop school children's empathy to step up their prosocial behaviors. Based on the above-mentioned findings, the following conclusion was reached: First, the game-centered empathy training had no effects on boosting the overall empathy of the school children. Second, the game-centered empathy training couldn't be said to be effective in improving either cognitive empathy or emotional one. From a viewpoint of relativity, that could be said to affect emotional empathy more than cognitive one. Third, the game-based empathy training wasn't effective in improving prosocial behaviors. Rather, that resulted in interrupting the promotion of prosocial behaviors.

• 만화애니메이션 연구
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• 통권15호
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• pp.179-192
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• 2009

본 연구는 광고에 등장하는 허구적 존재로서 애니메이션 캐릭터에 대한 감정이입 반응이 호감도에 미치는 영향을 고찰하였다. 또한 감정이입의 효과 과정에 있어 인지적, 감정적 반응의 매개 효과를 파악하였다. 분석 결과 몇 가지 통계적으로 유의미한 결과가 나타났다. 첫째, 감정이입은 인지적 반응과 감정적 반응에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 인지적 반응과 감정적 반응은 호감도에 긍정적인 영향을 미쳤다. 그러나, 인지적 반응이 미치는 영향력은 감정적 반응에 비해 상대적으로 낮았다. 셋째, 감정이입은 인지적 반응에 매개되어 호감도에 긍정적인 영향을 미치는 것으로 나타났다. 그러나 감정적 반응의 매개효과는 통계적으로 유의미한 결과를 보이지 않았다. 본 연구 결과 소비자들은 허구적인 존재인 애니메이션 캐릭터에 대해서도 실제 인물에 대해 느끼는 감정적 반응을 나타내는 것을 알 수 있었다. 이러한 결과는 허구적인 애니메이션 캐릭터를 제작하기 위해서는 캐릭터에 대한 소비자의 감정이입의 강도를 높여야 하며, 인지 반응을 유도하기 위해서는 감정이입이 요구됨을 시사한다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제27권3호
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• pp.196-206
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• 2016

Objectives: Individuals with autism spectrum disorder (ASD) are considered to have problems with empathy. It has recently been suggested that there are two systems for empathy; cognitive and emotional. We aimed to investigate the neural response to cognitive and emotional empathy and elucidate the neurobiological aspects of empathy in patients with ASD. Methods: We recruited patients with ASD (N=17, ASD group) and healthy controls (HC) (N=22, HC group) for an functional magnetic resonance imaging study. All of the subjects were scanned while performing cognitive and emotional empathy tasks. The differences in brain activation between the groups were assessed by contrasting their neural activity during the tasks. Results: During both tasks, the ASD group showed greater neural activities in the bilateral occipital area compared to the HC group. The ASD group showed more activation in the bilateral precunei only during the emotional empathy task. No brain regions were more activated in the HC group than in the ASD group during the cognitive empathy task. While performing the emotional empathy task, the HC group exhibited greater neural activities in the left middle frontal gyrus and right anterior cingulate gyrus than the ASD group. Conclusion: This study showed that the brain regions associated with cognitive and emotional empathy in ASD patients differed from those in healthy individuals. The results of this study suggest that individuals with ASD might have defects both in cognitive empathy and in emotional empathy.